The Wizard of Oz (WoZ) method is a common and popular approach for simulating interactive systems in Human-Computer Interaction (HCI). Running such studies is demanding for researchers because the human wizard must manage human–agent interactions in real time while keeping participants safe and the interaction natural. Many WoZ systems struggle to reproduce complex agent behaviours without minimal delays or heavy workload for the moderator. We introduce AI of Oz, a framework that uses large language models to support researchers by monitoring ongoing interactions, detecting sensitive moments, and suggesting contextually appropriate responses. In a study with 20 HCI-related researchers, the system improved participants’ ability to manage interactions and maintain control compared to a version without AI support. We outline implications for WoZ research and note current limitations and future directions.

The emergence of generative artificial intelligence (GenAI), combined with immersive virtual reality (VR), enables the rapid creation of personalised virtual content from simple text prompts, holding potential for emotional support. However, most current VR systems rely on pre-authored content and limit user agency in designing emotionally meaningful experiences. We introduce OasisMind, an AI-assisted VR system that empowers users to co-create 360° environments, corresponding ambient soundscapes, and context-aware digital companions through natural language prompts. In a user study (N=24), we observed how participants constructed virtual worlds for emotionally meaningful use cases and compared their creations to validated, pre-defined VR scenes recommended by previous research. Our results indicate a subjective preference for self-created environments, while no significant differences were observed in perceived satisfaction or presence between conditions. These findings suggest that user agency contributes to the emotional resonance of virtual experiences and inform the design of future personalised companion systems.

Technology integration in educational settings has led to the development of novel sensor-based tools that enable students to measure and interact with their environment. Although reports from using such tools can be positive, evaluations are often conducted under controlled conditions and short timeframes. There is a need for longitudinal data collected in realistic classroom settings. However, sustained and authentic classroom use requires technology platforms to be seen by teachers as both easy to use and of value. We describe our development of a sensor-based platform to support science teaching that followed a 14-month design process. We share insights from this design and development approach, and report findings from a six-month large-scale evaluation involving 35 schools and 1245 students. We share lessons learnt, including that technology integration is not an educational goal per se and that technology should be a transparent tool to enable students to achieve their learning goals.

Knowledge of programming and computing is becoming increasingly valuable in today's world, and thus it is crucial that students from all backgrounds have the opportunity to learn. As the teaching of computing at high-school becomes more common, there is a growing need for approaches and tools that are effective and engaging for all students. Especially for students from groups that are traditionally underrepresented at university level, positive experiences at high-school can be an important factor for their future academic choices. In this paper we report on a hands-on programming workshop that we ran over multiple sessions for Maori and Pasifika high-school students who are underrepresented in computer science at the tertiary level in New Zealand. In the workshop, participants developed Scratch programs starting from a simple template we provided. In order to control the action in their programs, half of the participants used standard mouse and keyboard inputs, and the other half had access to plug-and-play sensors that provided real-time environmental data. We explore how students' perceptions of self-efficacy and outcome expectancy -- both key constructs driving academic career choices -- changed during the workshop and how these were impacted by the availability of the sensor toolkit. We found that participants enjoyed the workshop and reported improved self-efficacy with or without use of the toolkit, but outcome expectancy improved only for students who used the sensor toolkit.

This paper presents XRtic, a prototyping toolkit enabling real-world cloth deformations to be used in novel ways in eXtended Reality (XR) applications. XRtic was developed based on the insights gathered from semi-structured interviews with XR developers. It consists of custom-made actuators that can be attached to regular clothing, a controller bus system, and a controller interface. Using our toolkit, users can design and integrate different cloth deformation types synchronised with virtual content in a plug-and-play manner. Along with a technical analysis of the actuation behaviour of the XRtic actuators, we present the findings gathered from a user study with eight XR developers, focusing on the usability of the system and creative support. Overall, participants found it an easy-to-use toolkit that supports iterative and rapid prototyping, and enables cloth to be deformed in unique ways in synchronisation with XR applications. Based on the findings, we also report limitations and future work relating to our system.

Scientific inquiry involves prediction, observation and explanation (POE) of phenomena and data. Appropriate guidance through these steps is essential for helping students learn and form positive attitudes towards science. Sensor-based education toolkits are becoming a popular way to provide this guidance, but they typically present different interfaces for measurement and learning materials which places a high cognitive demand on learners. To address this challenge, we developed a web application to integrate the scientific inquiry method where students are guided step-by-step, using a scaffolded-learning approach, through slide-based worksheets that provide direct interaction with real-time sensor measurements. We evaluate this approach through a qualitative analysis of data collected from two field studies in classrooms with a total of 42 students. We show that our approach encouraged positivity and further learning in science. Students displayed and expressed interest to conduct science experiments outside of class. We identify design implications for seamless learning, storytelling and integration of POE guided scientific inquiry with sensor-based toolkits.

The sense of touch offers interesting possibilities as a robust and ubiquitous communication channel. In this paper, we present OM, a tool that enables users to design subjective vibrotactile expressions associated with contextualised information relevant to them. OM consists of a pair of wrist-worn devices that can reproduce complex vibrotactile symbols and a companion editor smartphone app that allows users to create, customise and store personalised expressions. We studied OM in real-world contexts by allowing 13 participants to explore the functionalities of OM throughout their daily interactions with complete autonomy. We highlight relevant scenarios, design considerations, and future directions towards a tool that can help people unveil an alternative, ubiquitous and private communication system accessible to all.

In this paper we describe the concept of Social Panoramas that combine panorama images, Mixed Reality, and wearable computers to support remote collaboration. We have developed a prototype that allows panorama images to be explored in real time between a Google Glass user and a remote tablet user. This uses a variety of cues for supporting awareness, and enabling pointing and drawing. We conducted a study to explore if these cues can increase Social Presence. The results suggest that increased interaction does not increase Social Presence, but tools with a higher perceived usability show an improved sense of presence.